Exploring secondary school pupils’ views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention

Abstract

The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity within schools to support emotional wellbeing needs. Within the current evidence base, there appears to be an under-representation of student voice. This study adopted an in-depth survey design using pre, during and post intervention semi-structured interviews, to explore seven secondary school pupils’ views of the outcomes they felt they had gained from participating in ELSA. Deductive and inductive analysis produced key themes of developing skills to communicate self to and understand others; emotional understanding, management, and outcomes; relational and social skills and developing skills which support a feeling of positivity in school, as well as the application of key skills gained through the ELSA intervention. Pupils’ experiences of ELSA support were also shared, acknowledging strengths and possible areas for development. Implications for practice highlighted within the research include organisational considerations within a secondary school; as well as further consolidation of key skills post intervention to support pupils reaching maintenance of a given skillset.